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British Journal of Educational Psychology

Franziska Baier, Anna-Theresia Decker, Thamar Voss, Thilo Kleickmann, Uta Klusmann, Mareike Kunter
BACKGROUND: Teachers differ substantially in their instructional performance in the classroom. Thus, researchers and policymakers are interested in how these differences can be explained and how the instruction provided by low-performing teachers can be improved. Previous research has focused either on generic (cognitive ability and personality) or profession-specific (professional knowledge, beliefs, and motivation for teaching) teacher characteristics as predictors of instructional quality but their relative importance has not yet been tested...
November 11, 2018: British Journal of Educational Psychology
A Katrin Arens, Christoph Niepel
BACKGROUND: Positive school attitudes defined as students' school liking and school attachment are positively related to many desirable outcomes. Student-teacher relations have often been considered to be an important determinant of school attitudes. AIMS: Students' perceived teacher acceptance was used as an indicator for student-teacher relations. Using a longitudinal data set, we examined the developmental trajectories of school attitudes and perceived teacher acceptance...
October 30, 2018: British Journal of Educational Psychology
Arianna Mori, Ada Cigala
BACKGROUND: Perspective taking, defined as the aptitude to understand the cognitive, affective, and visual point of view of others, represents a fundamental social ability for the development of socio-cognitive and affective skills. AIMS: The aim of the present study was to evaluate the possibility of promoting perspective taking in typically developmental preschoolers using an evidence-based training procedure. SAMPLE AND METHOD: The research used a pre-test/post-test quasi-experimental design in which 206 typically developmental preschoolers (104 males and 102 females) were categorized into the experimental or the control group...
October 30, 2018: British Journal of Educational Psychology
Mark V Brow
BACKGROUND: National ranking from the triennial Programme of International Student Assessment (PISA) often serves as a barometer of national performance and human capital. Though excessive student- and school-level covariates (n > 700) may prove intractable for traditional least-squares estimate procedures, shrinkage methods may be more suitable for subset selection. AIMS: With a focus on the United States, this paper proposes sparse regression for PISA 2012 to discover salient student- and school-level predictor variables for mathematical literacy achievement...
October 29, 2018: British Journal of Educational Psychology
Jochem Thijs, Abigail C Keim, Jolien Geerlings
BACKGROUND: Many studies have shown that school belonging is crucial for students' school adjustment, but the construct has been operationalized in different ways. Moreover, most research has focused on adolescents and not compared its antecedents for ethnic minority versus majority students. AIMS: Based on Goodenow and Grady's () seminal paper, we examined classroom identification as a central aspect of school belonging in minority and majority preadolescents, and predicted it from relationships with peers and teachers, taking into account classroom ethnic composition and perceived multicultural teaching...
October 26, 2018: British Journal of Educational Psychology
María Arrimada, Mark Torrance, Raquel Fidalgo
BACKGROUND: Traditionally writing instruction at the start of school has focused on developing students' ability to spell and handwrite. Teaching children explicit self-regulatory strategies for developing content and structure for their text has proved effective for students in later grades of primary (elementary) education. AIMS: The present study aims to determine whether first-grade students benefit from learning higher-level self-regulating strategies for explicit planning of content and structure...
October 26, 2018: British Journal of Educational Psychology
Lisa K Fazio
BACKGROUND: Tasks that involve retrieving information from memory, such as answering short answer questions, are more effective at improving learning than restudying, concept mapping, and other study techniques. However, little is known about how often teachers naturally provide these retrieval practice opportunities during lectures and classroom discussions. AIMS: To identify how often teachers ask questions that require retrieval, what types of retrieval questions they ask, and whether teachers in high-growth classrooms differ in their use of retrieval questions compared to teachers in low-growth classrooms...
October 14, 2018: British Journal of Educational Psychology
Terry Tin-Yau Wong
BACKGROUND: While it has been widely demonstrated that children's and adolescents' understanding of rational number plays an important role in their mathematics achievement, we have limited knowledge about the cognitive correlates of this understanding. AIMS: The current study aimed at examining whether children's non-symbolic ratio processing and their understanding of place-value structure of whole numbers play a role in their understanding of fractions and decimals and whether their roles are different for fractions versus decimal understanding...
October 11, 2018: British Journal of Educational Psychology
Terry Ng-Knight, Katherine H Shelton, Lucy Riglin, Norah Frederickson, I C McManus, Frances Rice
BACKGROUND: Friendships have been linked to mental health and school attainment in children. The effects of friendlessness and friendship quality have been well researched, but less is known about the role of friendship stability (i.e., maintaining the same friend over time), an aspect of friendship which is often interrupted by the transition between phases of schooling. Many children report concerns about the secondary school transition which introduces a number of new social and academic challenges for children...
September 27, 2018: British Journal of Educational Psychology
Sabine Glock, Carrie Kovacs, Ineke Pit-Ten Cate
BACKGROUND: Research exploring mechanisms driving inequalities in school systems has found that biased teacher judgements contribute to observed disadvantages for ethnic minority students. Teacher judgements may be driven by explicit and implicit attitudes. AIMS: The current research explored the effect of cultural diversity at schools (actual or imagined) on teachers' attitudes towards ethnic minority students. SAMPLES: One hundred and five preservice teachers (90 female) with a mean age of 26...
September 21, 2018: British Journal of Educational Psychology
Jeongmin Lee, Yanyun Yang, Stephanie Simmons Zuilkowski
BACKGROUND: Social and emotional learning (SEL) positively impacts children's school achievement and adult productivity. Successful implementation of SEL relies on teachers' pedagogical beliefs and practices. AIMS: We examined whether the Teachers' SEL Belief Scale designed in the United States is adoptable in low-income countries such as Malawi in response to a growing interest in teacher practices in SEL but a lack of research instruments in these countries. SAMPLES: The data used in this study were from 432 teachers working in 34 randomly selected primary schools in Zomba, a rural district in Malawi...
September 21, 2018: British Journal of Educational Psychology
Alejandro Veas, Juan-Luis Castejón, Pablo Miñano, Raquel Gilar-Corbí
BACKGROUND: Different studies reveal an association between parent involvement, metacognition, and academic achievement; however, the majority analyse the developmental process of acquisition in experimental or quasi-experimental designs with students enrolled in child education. Adolescence is an important stage in personal and academic development. Given the complexity of learning, and according to the metacognitive and affective model of self-regulated learning (Efklides, 2011, Educational Psychologist, 46, 6), different types of metacognitive processes are relevant for the optimal development of individuals in academic contexts...
September 10, 2018: British Journal of Educational Psychology
Eirini Flouri, Efstathios Papachristou, Emily Midouhas
BACKGROUND: Exposure to nature may be particularly beneficial for the brain regions that support spatial working memory, a strong correlate of academic achievement. AIMS: To explore whether children living in greener neighbourhoods (wards) have better spatial working memory. SAMPLE: Drawn from the UK's Millennium Cohort Study, the sample was 4,758 11-year-olds living in urban areas in England. METHODS: We fitted two-level regression models, with children nested in wards, before and after adjustment for confounders, including poverty, parental education, sports participation, neighbourhood deprivation, and neighbourhood history...
September 5, 2018: British Journal of Educational Psychology
Rochelle F Hentges, Brian M Galla, Ming-Te Wang
BACKGROUND: Children growing up in poverty tend to perform worse in school than their more economically advantaged peers. AIMS: The current study integrates an educational theory of motivation and an evolutionary theory of life history strategies to examine how economic disadvantage predicts children's mathematics achievement through their academic beliefs and values. SAMPLE: Participants were 1,536 students (Mage  = 12.88) in a large metropolitan city in the United States...
September 5, 2018: British Journal of Educational Psychology
Sanni Pöysä, Kati Vasalampi, Joona Muotka, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus, Jari-Erik Nurmi
BACKGROUND: Prior research has shown that engagement plays a significant role in students' academic learning. AIMS: The present study sought to expand the current understanding of students' engagement by examining how situational engagement during a particular lesson is associated with the observed teacher-student classroom interactions (i.e., emotional support, instructional support, and classroom organization) in the same lesson. SAMPLE: The participants were 709 Grade 7 students (47...
September 3, 2018: British Journal of Educational Psychology
Martin S Hagger, Kyra Hamilton
BACKGROUND: Beyond ability, traits related to perseverance, such as grit and self-discipline, are associated with adaptive educational outcomes. Few studies have examined the independent effects of these traits on outcomes and the mechanisms involved. AIMS: This study estimated parameters of a process model in which grit-perseverance of effort (grit-effort) and consistency of interest (grit-interest) dimensions and self-discipline were independent predictors of students' science grades...
August 13, 2018: British Journal of Educational Psychology
Paula Bosanquet, Julie Radford
BACKGROUND: Teaching assistants (TAs) are taking increasing responsibility for the learning of pupils. A key instructional skill for TAs is the ability to scaffold learning. AIM: To explore the interactions of TAs in relation to scaffolding as a theory of instruction. METHODS: Observational data in the form of video were collected. Conversation analysis was used to examine these interactions. RESULTS: Examples are explored where repair of troubles and construction of topic are highly led by the TA...
July 26, 2018: British Journal of Educational Psychology
Lorenzo Desideri, Cristina Ottaviani, Carla Cecchetto, Paola Bonifacci
BACKGROUND: Mind wandering (MW) has commonly been linked to bad scholastic performance; however, such association has rarely been investigated in the classroom. Moreover, in examining such association, motivational variables have been largely ignored. AIM: We aimed at examining the associations between the dispositional tendency to engage in MW and a series of reading comprehension skills and measures of academic self-concept above and beyond the role of sex, age, test anxiety, self-efficacy, and self-regulation strategies...
July 24, 2018: British Journal of Educational Psychology
Marisol Cueli, Débora Areces, Trinidad García, Celestino Rodríguez, Guillermo Vallejo, Paloma González-Castro
BACKGROUND: Students commonly struggle with mathematics and mathematical problem-solving. Therefore, it is necessary to design and implement interventions aimed at improving these essential components of learning. Furthermore, the outcomes of these interventions can vary significantly and appear to be a function of a student's initial competencies in mathematics. AIM: This study attempts to analyse the influence of initial levels of mathematics competency with respect to the benefits of a specific intervention known as the Integrated Dynamic Representation (IDR)...
July 11, 2018: British Journal of Educational Psychology
Ruth Harmsen, Michelle Helms-Lorenz, Ridwan Maulana, Klaas van Veen
BACKGROUND: Teaching is a stressful profession especially for beginning teachers. Induction programmes can support beginning teachers. Little is known concerning which elements of induction programmes can influence (the change in) teachers' stress over time. AIMS: This study aims to investigate the growth of stress causes and stress responses during the first 3 years of professional practice and to reveal the influence of induction arrangement elements on the initial level as well as the change in stress levels over the 2 years that followed...
July 11, 2018: British Journal of Educational Psychology
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